University of Southern California
|Unit Essential Question(s) |Ancient China Unit: How did geography affect life in ancient China? How did Confucianism, Legalism, and Daoism influence political rule in China? Why was Confucius an influential |
| |leader? How was Mao an influential leader? What was the Tiananmen Square Incident? |
|Standard(s) |State Standard(s): |
| |6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China. |
| |3. Know about the life of Confucius and the fundamental teachings of Confucianism and Taoism. |
|Assessment/Evidence of Learning |Warm-Ups |
| |CFU #1: I will check for understanding (CFU) by asking students to raise their hands depending on what answer choice they chose. I will write the number of students that raise their |
| |hand for each question. If there is a huge discrepancy between two answer choices, I will have students’ debate, defend and justify why their answer is the correct answer. |
| |CFU #2: The growth guide on checks for understanding recommends that a teacher should CFU from a variety of students (ex. from high, medium, and low levels) to gauge what students |
| |understand and what will warrant re-teaching during the current lesson and lessons in the next day. |
| |CFU #3: Another way I will check for understanding is by using the “thumbs up, thumbs down/” and “hands up/hands down” method. This way I can visually gauge if the students |
| |understand the material we are covering. |
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| |Group Work/Stations: |
| |CFU #5: During group work, I will CFU by having two students who finish early check in with the rest of the groups to see if everyone in their group understood the work they were |
| |assigned for that round. I may also have students stand up/stay seated to let me know they understood the concepts at their table |
| |CFU #6: During stations, I will have two different colored placards at each station (green/red). If students lift the green card, they don’t have any questions and understood the |
| |station and are done with the work. If students lift up the red card, this means the students have questions and need my assistance right away. |
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| |Exit Tickets: |
| |Exit Ticket #1: I will have exit tickets that have three multiple choice questions or three short answer questions that are aligned to the standards and content taught on that given |
| |day to assess how well students grasped the material and to see what I need to recap and focus on the next day during the Do Now and APK. |
| |Exit Ticket #2: Students will answer questions verbally in order to earn their place in line. I will ask students from a variety of ability levels to gain a more accurate measure of |
| |how much students understand. |
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| |Unit Test: Students will take a 20-25 MC choice test on the content taught, and will have two free response questions to answer based on the topics they learned about. |
|Language of the Discipline |dynasty, empire, province, golden age, philosophy, Confucius, Confucianism, Communism, Mao, Tiananmen Square, propaganda, protesters |
|(Academic Vocabulary): | |
|Cross Curricular Connection: |ELA: Annotating, Summarizing, Comparing and Contrasting, GIST, citing textual evidence, making arguments. |
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| |Prior knowledge needed: reading skills, compare and contrasting skills, background on Chinese geography, experience with discussion/Socratic seminar protocols |
|Lesson One: Mao vs. Confucius (60 minutes) |
|Learning Objective |SWBAT compare and contrast Mao Zedong and Confucius as leaders in their time period by creating a Venn diagram comparing and contrasting the two historical figures. |
|Opening Ritual/Do Now/Accessing |Quick write warm-up: Students will respond to the following quotes from both Mao-Zedong and Confucius in their notebooks in three to five complete sentences for each quote. These |
|Prior Knowledge |quotes will help introduce these two leaders for the first time to students, and give them an idea of what these leaders represented. The teacher will walk around the room during |
| |this time to monitor student progress, and check in with any students that are struggling to start. After five minutes, teacher will call on students to share their thoughts about |
| |the quotes, and what inferences the students can make based on them (10 minutes) |
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| |Warm-Up question: Based on the quotes below, what can you infer about what these leaders believed in, and who they were as leaders? |
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| |Mao Zedong Quote: “Classes struggle, some classes triumph, others are eliminated. Such is history; such is the history of civilization for thousands of years” |
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| |Confucius Quote: “Respect yourself and others will respect you.” |
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| |CFU #1: I will check for understanding (CFU) by asking students to raise their hands depending on what answer choice they chose. I will write the number of students that raise their |
| |hand for each question. If there is a huge discrepancy between two answer choices, I will have students’ debate, defend and justify why their answer is the correct answer. |
| |CFU #2: The growth guide on checks for understanding recommends that a teacher should CFU from a variety of students (ex. from high, medium, and low levels) to gauge what students |
| |understand and what will warrant re-teaching during the current lesson and lessons in the next day. |
| |CFU #3: Another way I will check for understanding is by using the “thumbs up, thumbs down/” and “hands up/hands down” method. This way I can visually gauge if the students |
| |understand the material we are covering. |
|Extend Prior Knowledge (EPK) |Group Readings: Students will work in their table groups and read about the two leaders. They will annotate, highlight main ideas, underline key details, and circle any “spicy” words|
| |(unknown terms) and infer what they think these words mean. They will also be responsible for writing a question for each paragraph about something they are wondering about. Readings|
| |are attached. Teacher will monitor the class and pull a small group for students struggling with the readings, while other student groups work and support one another. (25 minutes) |
| |CFU #5: During group work, I will CFU by having two students who finish early check in with the rest of the groups to see if everyone in their group understood the work they were |
| |assigned for that round. I may also have students stand up/stay seated to let me know they understood the concepts at their table |
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| |In order to chunk the readings and provide students with a visual, I will show this video on Confucius in between the readings to have students understand Confucius in a better |
| |light, and the different ideals/quotes he believed in. |
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|Application |Venn Diagram: Using the information from their reading, students will create a Venn Diagram in their interactive notebook. They will label one side “Mao Zedong” and label the other |
| |side “Confucius.” Using the readings, videos, and quotes from this lesson, students will pull out five important ideas from the reading for each leader and how they impacted China |
| |during their time period. As an extension, students can also draw an image/symbol to represent each leader’s impact on their society during their time period. Teacher will monitor |
| |the room as students complete the Venn Diagram, and answer any questions students have (20 minutes). |
|Closing Ritual/Exit Ticket |Exit Ticket #1: Students will answer guiding questions about Confucius and Mao Zedong from the readings. They will then share their responses with their peers, and will be called on|
| |to share out what their peers had said to hold accountability for listening to what their peers said. (5 minutes) |
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| |Exit Ticket Questions: |
| |How has Confucius impacted Chinese society today? |
| |How has Mao impacted Chinese society today? |
| |How did each leader impact their society during their lifetimes? |
|Accommodations |Preferential Seating, Multi-modal instruction, visual aids, and checks for understanding, chunking, highlighting, graphic organizer, repeating directions, pre-teaching, re-teaching |
|Lesson Two: Discussion/Socratic Seminar on Mao vs. Confucius (60 minutes) |
|Learning Objective |SWBAT evaluate and discuss how Confucius and Mao Zedong influenced China by discussing their ideas in a Socratic Seminar with their peers. |
|Opening Ritual/Do Now/Accessing |Warm-Up: Chinese Leaders Graphic Organizer (doc: Lesson 2 Warm up Graphic Organizer) Students will use the Venn Diagram from last class to fill out and complete a graphic organizer |
|Prior Knowledge |writing down important ideas they know about the two leaders and how they impacted Chinese society during their given times. They will have to write in key bullet points of why each |
| |leader was influential that will help them when writing their argument for the Socratic Seminar. At the bottom of the graphic organizer, they will then answer the question, “Who do |
| |you believe was the most influential leader during their time period, and today?” (I believe that __________ was the most influential leader… because…) After they are done completing|
| |the organizer, they will share out ideas with their partners and to the class. This graphic organizer will serve as a scaffold for writing their argument. I will go around and |
| |briefly check over their graphic organizers before they start the writing process. (10 minutes) |
| |CFU #1: I will check for understanding (CFU) by asking students to raise their hands depending on what answer choice they chose. I will write the number of students that raise their |
| |hand for each question. If there is a huge discrepancy between two answer choices, I will have students’ debate, defend and justify why their answer is the correct answer. |
| |CFU #2: The growth guide on checks for understanding recommends that a teacher should CFU from a variety of students (ex. from high, medium, and low levels) to gauge what students |
| |understand and what will warrant re-teaching during the current lesson and lessons in the next day. |
| |CFU #3: Another way I will check for understanding is by using the “thumbs up, thumbs down/” and “hands up/hands down” method. This way I can visually gauge if the students |
| |understand the material we are covering. |
|Extend Prior Knowledge (EPK) |Leader Discussion Writing Prep! (doc: Mao vs. Confucius Argument Prompt) Using the Chinese Leaders graphic organizer from the warm up, students will now write out their response to |
| |the following question: “Who do you believe was the most influential leader during their time period, and today?” Students will have to write a five to seven sentence paragraph, use|
| |text evidence from the readings and graphic organizers from the previous lesson, write out a discussion statement to say during the discussion, and write out a question to ask their |
| |peers during the discussion. Teacher will monitor during this time to assist students with the writing process, and pull a small group to run a small writer’s workshop to help |
| |students who may need the extra writing support. (20 minutes) |
| |CFU #3: Another way I will check for understanding is by using the “thumbs up, thumbs down/” and “hands up/hands down” method. This way I can visually gauge if the students |
| |understand the material we are covering. |
|Application |Socratic Seminar on Chinese Leaders Students will participate in a Socratic Seminar based on the arguments they created. There will be an inner circle and outer circle. The inner |
| |circle, Group A, will discuss their arguments first, while Group B, the outer circle, will track their peers participation using the form below. Students should be matched with a |
| |partner prior to the discussion. After about 10 minutes, the groups will switch and the roles will reverse. While the students are discussing, the teacher also tracks participation |
| |of which students are talking and engaged in the discussion, as well as clarifying any questions or comments the students may have (25 minutes). |
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| |Your Name: ______________________ |
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| |Your Partners Name: _______________ |
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| |Peer Observation Notes |
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| |Directions: During the activity, write the following notes: |
| |____ at least 2 things your partner did well with |
| |____ at least 2 areas in which they can improve on. |
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| |My partner did well with… |
| |My partner could improve on… |
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| |Ex) Using text evidence. |
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| |Ex) Not interrupting others. |
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| |Exit ticket: Students will reflect on how they did on the discussion in their interactive notebooks, and write down one appreciation/shout out they have for a something a peer said |
| |in the discussion. They will also reflect if they would stay with the same leader, or if the discussion changed their mind based on what their peers said. (5 minutes) |
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| |1) Write down one appreciation or shout out for one of your peers based on their participation in the discussion. |
| |2) Would you still keep the same answer based on this discussion? Why or why not? Did anyone’s ideas in the discussion change in your mind? |
|Accommodations |Preferential Seating, Multi-modal instruction, visual aids, and checks for understanding, chunking, movement, graphic organizer, repeating directions, pre-teaching |
|Teacher Reflection | |
|Lesson Three: Tiananmen Square Incident: What happen? |
|Learning Objective |SWBAT describe and illustrate main ideas from the Tiananmen Square Incident by creating a Time Magazine cover based on the Tiananmen Square Incident. |
|Opening Ritual/Do Now |Warm-Up: For the warm-up, teacher will display the following image on a PP presentation. In their interactive notebooks, students will make inferences about what they think is |
| |happening in the image, and the emotions/immediate reactions they have to the image (5 minutes). |
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| |CFU #1: I will check for understanding (CFU) by asking students to raise their hands depending on what answer choice they chose. I will write the number of students that raise their |
| |hand for each question. If there is a huge discrepancy between two answer choices, I will have students’ debate, defend and justify why their answer is the correct answer. |
| |CFU #2: The growth guide on checks for understanding recommends that a teacher should CFU from a variety of students (ex. from high, medium, and low levels) to gauge what students |
| |understand and what will warrant re-teaching during the current lesson and lessons in the next day. |
| |CFU #3: Another way I will check for understanding is by using the “thumbs up, thumbs down/” and “hands up/hands down” method. This way I can visually gauge if the students |
| |understand the material we are covering. |
|Access Prior Knowledge (APK) |Pair Share/KWL Chart: Students will pair share their responses with the peer sitting next to them, They will then create a KWL chart in their notebook, and write down everything they|
| |know about Tiananmen Square in the “K” section, and then write down everything they want to know in the “W” section. They will then share these answers with a peer. During this time,|
| |the teacher is monitoring the room to help students that may need the extra support. (5-7 minutes) |
|Extend Prior Knowledge (EPK) |Reading on Tiananmen Square Incident Students will read about the Tiananmen Square Incident using the reading from the link below. They will have to annotate, highlight main ideas, |
| |underline key details, circle spicy (unknown) words and create questions on the margins. The students can choose to read with their table groups or read on their own. The teacher |
| |will monitor the room to check for understanding, and can pull a small group to work closely with students who may need additional support. (20 minutes) |
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| |Assignment: China Documentary Students will watch clips from the documentary in order to help them understand the readings better. The link is as follows: |
| |china.usc.edu/assignmentchina (10-15 minutes) |
|Application |Time Magazine Cover! Students will pretend to be a magazine editor and create a Time Magazine cover of the Tiananmen Square Incident based on the reading and video they watched |
| |today. Below are the directions and expectations for the assignment. (15 minutes) |
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| |Time Magazine Cover Directions: |
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| |Role – Reporter/Artist |
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| |Audience – Anyone |
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| |Format – Time Magazine Cover |
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| |Topic- Tiananmen Square Incident. |
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| |Directions: You must create your own Time Magazine cover with an image representing the Tiananmen Square Incident. |
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| |To complete you’re the Time Magazine cover, you must include the following: |
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| |Draw a picture of something from the Tiananmen Square Incident |
| |There must be a title at the top |
| |Have THREE catchy captions/slogans throughout the magazine from the reading or video |
|Closing Ritual/Exit Ticket |Reflection: Students will fill out the “L” part of the KWL chart, reflecting on what they learned about Tiananmen Square (5 minutes) |
|Homework |If students do not finish the Time Magazine cover, they will finish it for homework. Also, students should draft questions to ask Professor Louisa Lim for next class via |
| |twitter/email. |
|Accommodations |Preferential Seating, Multi-modal instruction, visual aids, and checks for understanding, chunking, movement, stations, highlighting, graphic organizer, repeating directions, |
| |pre-teaching |
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